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Addressing “The Math Problem:”,[object Object], Working Together ,[object Object],on “Group-Worthy” Work,[object Object],Spokane Area Math Symposium,[object Object],November 2010,[object Object],Dr. Bill Moore,[object Object],Washington State Board for Community & Technical Colleges,[object Object],360-704-4346, bmoore@sbctc.edu,[object Object],Re-Thinking Pre-college Math Project,[object Object]
Outline of Comments,[object Object],What the work is really about,[object Object],Why it’s “group-worthy”,[object Object],How we’re approaching the work,[object Object],Value/role of collaborative networks,[object Object]
It’s About Equity, Not Just Math,[object Object]
Why the Work is Group-Worthy,[object Object],RESOURCES,[object Object],REPUTATION,[object Object],BIASES & ATTITUDES,[object Object],INERTIA,[object Object],CONTROL,[object Object],AUTONOMY,[object Object],INCENTIVES,[object Object],COMPLEXITY OF SYSTEMS,[object Object],EGO,[object Object],STRUCTURES & LOGISTICS,[object Object],TIME,[object Object]
Administrative Support:Addressing Barriers to Transforming Practice,[object Object]
TMP Math Projects,[object Object],Transition Math Project,[object Object],Student Attributes for Math Success,[object Object],Algebra II Applications,[object Object],Re-Thinking Pre-College Math Project,[object Object]
Source: Uri Treisman & Jenna Cullinane, UT-Austin, from Achieving the Dream data,[object Object],32%,[object Object],27%,[object Object],41%,[object Object],33%,[object Object],26%,[object Object],41%,[object Object]
Spokane Math Symposium November 2010
Re-Thinking Pre-College Math,[object Object],Knowledge Exchange Networks,[object Object],Department/,[object Object], Program,[object Object],Faculty Inquiry Groups,[object Object]
Changing the Core,[object Object],We put an enormous amount of energy into changing structures and usually leave instructional practice untouched…We are attracted and drawn to these [efforts] because they’re visible and, believe it or not, easier to do than to make the hard changes, which are in instructional practice…,[object Object],Richard Elmore, “The Limits of ‘Change’,” ,[object Object],January/February 2002 ,[object Object]
Fundamental Shift: “Open Source Teaching”,[object Object],Our understanding of learning will accelerate faster in a teaching community that acts like a learning system—one that makes knowledge of what it takes to learn explicit, adapts it, tests it, refines practice, reflects, rearticulates, and shares that new knowledge. Teaching must become problematized, innovative and professional, taking research as its model.,[object Object],Diane Laurillard, “Open Teaching: The Key to Sustainable and Effective Open Education”,[object Object]
Spokane Math Symposium November 2010
And Another Problem…,[object Object],“The student described a terrific course offered by the college of agriculture, consisting of realistic problems tackled by student teams exploring  and using the resources of a research university.,[object Object],‘I have never learned so much in a class. I didn’t even know I could learn like that.’,[object Object],‘That professor must be a wonderful teacher,’ I responded.,[object Object],The student laughed. ‘We did all the work; he just assigned the problems and helped out. He doesn’t know how to teach.’”,[object Object],Larry Spence, “The Case Against Teaching,”,[object Object],Change, November/December 2001,[object Object]
“Come for the Content, ,[object Object],Stay for the Community”,[object Object],Re-Thinking Pre-college Math Project,[object Object],Knowledge Exchange in Developmental Math,[object Object],Changing the Equation (NCAT),[object Object],Knowledge Exchange Networks,[object Object],Carnegie Statway Project Collaboratory,[object Object],Developmental Education Initiative,[object Object],National Repository of Online Courses,[object Object]
“Ladder of Engagement”,[object Object],Issue-oriented repository of  exemplary practices & resources,[object Object]

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Spokane Math Symposium November 2010

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